Shows that illustrations of even the most seemingly common objects may not be recognized by children and that nonrecognition may defeat the purpose of materials, such as dictionaries, which are designed for independent work. Bibliography. (RW)

Reports a series of experiments on the difficulty of reading and following instructions and describes activities used to help children who were poor readers learn to read instructions for specific purposes. (GT)

Argues that the ability to formulate mental images is an important but often neglected aspect of the reading process. (RB)

Discusses four areas of reading research in which the results seem to collide with views held by practicing teachers and provides an explanation of the contradictions. (RB)

Describes a program for children with low attainments in reading and writing in which parents were involved on a regular, structured basis in linking reading done at home with that done at school. (GT)

Discusses the hazards that the English language contains for children learning to read, reports the Bullock Report's recommendation to judge I.T.A. on its merits, and describes research findings suggesting that the probability of reading failure is considerably greater when T.O. is used than when I.T.A. is used. (GT)

A comparison of the effects of educational counseling of parents of backward readers with the effects of specialized remedial help for such readers suggests that an interested, well-informed staff who can enlist the positive cooperation of parents can substantially reduce the problem of reading failure without elaborate specialized provisions. (GT)

Presents sample passages from children's readers to show deficiencies in the coherence of such texts, particularly in the way they relate to accompanying illustrations. (GT)

An experiment in which teachers attempted to read basal readers encoded in Greek orthography suggests that using such materials helps teachers consider ways of fostering reading strategies, think about the nature of reading as a psycholinguistic process, and remember how it feels to be a beginning reader. (GT)